ACSF Pre level 1 Learning * DRAFT LEARNING PRE LEVEL 1

Working with low level learners and the ACSF
Philippa McLean
This session will focus on low level learners, that
is, those described in the ACSF level 1 and in the
new pre level 1 supplement.
(i) The ACSF Pre Level 1 Supplement (Draft)
(ii) The ACSF core skill of Learning
(iii) Some learning and assessment resources
mapped to the ACSF
Please make sure you have access to a copy of the
ACSF for the session.
ACSF Pre level 1 Learning – DRAFT
» Follows basic expectations of the learning environment but may be inconsistent or require
» If prompted, may express a like or dislike of a particular learning activity
» Demonstrates preparedness for learning although this may be inconsistent
» Uses suggested learning resources (e.g. a picture dictionary) with high level of support
» Participates in familiar routine learning activities (e.g. working with a partner) with high level of
» Organises own materials following simple immediate instructions
» Uses a limited range of highly familiar learning strategies with modelling and repetition
» Participates in familiar learning environment interactions although may require prompting
» Follows simple routine teacher instructions and procedures but may require prompting
» May require significant additional support in order to complete tasks
» May require a choice of modes to demonstrate performance e.g. verbal response; illustration
ACSF Pre level 1 Learning – DRAFT
» Has a beginning awareness of training attendance expectations although may not always
prioritise this awareness
» Remembers, although this may be inconsistent, to bring appropriate resources e.g. spectacles,
tools, pencil
» With prompting may bring medical certificate
» Shows some evidence of organising appointments outside of class hours
» May be positive about the idea of coming to class but have unrealistic understanding of how to
manage other commitments
» Organises current classroom activity sheets in folder if directed by teacher
ACSF Pre level 1 Learning – DRAFT
» Operates basic IT resources with assistance e.g. responds to prompts in word-letter game
» Accesses classroom library with support
» Starts to build a personal word bank as directed by teacher
» Completes simple matching task e.g. pictures or symbols to simple words
» Follows simple routine instructions and procedures but may require prompting e.g. copy these
words (pointing to board) into your book (pointing to book); put on your safety gloves and hat
» Greets trainer and fellow students e.g. says hello, goodbye but may require prompting and
» Works with a partner to do a simple familiar task guided by the teacher e.g. asks/responds to
questions such as what is your name?
» May be absent without notification but with prompting can explain absence
ACSF Pre level 1 Oral Communication – DRAFT
» Participates in highly familiar social exchanges using mainly single words
» Participates in highly familiar transactional exchanges using mainly single works
» Uses limited and highly restricted/personally relevant bank of familiar words
» Repeats short familiar sentences/phrases but demonstrates significant variations in pronunciation, stress
patterns and intonations
» Uses speech that is laboured with pronunciation heavily influenced by first language e.g. ‘hou’ for ‘house’
» Attempts speech with significant support of body language (e.g. gestures, facial expressions) to express
» Understands short highly familiar instructions e.g. “open your book”
» Understands common requests for basic information
» Understands basic personal information questions
» Follows formulaic instructions related to classroom/highly familiar activities
» Understands formulaic responses to formulaic questions and instructions
» Comprehends common words and phrases including those related to giving personal details, highly familiar
activities and some survival needs
» Relies heavily on body language (e.g. gestures and facial expressions) and intonation and stress of speaker
» Relies on repetition and rephrasing for understanding
» Relies on slow, clear speech
ACSF Pre level 1 Oral Communication – DRAFT
» Uses common greetings and leave taking with teachers and peers e.g. hello, good morning, good bye)
» Responds to simple requests for basic personal information e.g. What is your name?/Name?; What
country do you come from?/Your country?/ Your phone number?
» Reports or explains an absence using single words e.g. sick
» Uses formulaic questions for basic survival needs and personal details e.g. how much, What’s your
name?/your name?
» Uses individual words for personal details, highly familiar activities and some survival needs e.g. name;
family name; shopping; book; country; some food names
» Understands and responds to common greetings and leave takings from teachers and peers
» Follows short, highly familiar 1 step instructions and classroom language e.g. copy these words; open
your book; work with your partner
» Practises asking basic questions e.g. what is your name?
» Checks requests for basic information about self and instructions for highly familiar activities e.g. “I
copy in book?”
ACSF Pre level 1 Numeracy – DRAFT
» Locates, recognises and writes numbers as numerals (symbols) up to 100 and matches number names and
» Writes numbers 1-10 in words e.g. one, two, three
» Counts forwards by 1 starting from any point between 1 and 100
» Sequences numbers up to 100
» Understands concept of ‘number before’ and ‘number after’
» Reads and writes personally relevant numbers e.g. street number
» Recognises, describes and orders Australian coins and notes according to their value (up to $100 note)
» Recognises and writes money as symbols (e.g. $12.50) up to $100
» Recognises and names monetary amounts up to $100 in personally relevant texts e.g. costs of food items in
advertising brochure
» Adds pairs of whole numbers up to a total of 20 by counting forwards
» Recognises and uses ordinal numbers from first to tenth
» Reads digital time (not including concept of AM or PM)
» Identifies dates in calendar
» Recognises common sequences e.g. order of days of the week
» Identifies differences and similarities between common 2 dimensional shapes
ACSF Pre level 1 Numeracy – DRAFT
» Locates, names and copies prices from a familiar shopping catalogue
» Adds whole dollar costs of two items from familiar catalogue where total cost is less than $20.00
» Locates biggest or smallest number in small group e.g. 7, 23, 51
» Orders small group of numbers from largest to smallest, smallest to largest
» Continues to count on when given a number less than 100
» Marks key dates or events in a calendar, e.g. birthday, pay days,
» Names the values of a set of five random Australian coins and notes
» Orders and names the position of up to ten objects e.g. first, second etc
» Counts, names and writes the number of objects as a numeral in a set (up to 100) e.g. a photo of a
group of people, the number of apples in a bag
» Completes simple matching task e.g. numbers (as numerals) to words
» Matches written money amounts to coins and notes e.g. $1.00 to dollar coin
» Copies and continues simple patterns with objects or drawings of common 2 dimensional shapes
» Recognises, with support, and sorts familiar objects using different features such as shape, colour, size,
number of sides (without necessarily being able to name the properties or shapes)
ACSF Pre level 1 Reading – DRAFT
» Identifies letters of the alphabet by name and/or by dominant sound
» Recognises different forms of the same letters e.g. upper and lower case
» Recognises typed print but may not cope with cursive or hand writing
» Recognises the orientation of simple familiar texts i.e. follows top to bottom, left to right check against
reading L1
» Locates personally relevant words in highly familiar simple text
» Uses one or two word identification strategies e.g. sounding out letters, identifying simple words by initial
» Recognises small bank of high frequency words e.g. a, and, big, I, is, it, me, my, not, one, to, two, up
» Recognises small bank of highly familiar visual texts
» Makes connection between highly familiar words and pictures/signs
» Links spoken and written forms of simple and discrete language
» Recognises simple numbers e.g. 1 – 100
ACSF Pre level 1 Reading – DRAFT
» Arranges letters in alphabetical order
» Matches corresponding upper and lower case letters
» Recognises own name and address on a simple form
» Links highly familiar everyday pictures/signs with corresponding words e.g. stop, bus, Centrelink logo
» Identifies the same word twice in a row of simple words
» Recognises and orders days of the week
» Recognises and orders months of the year
» Identifies highly familiar printed words when these are read aloud
» Matches money amounts to coins and notes e.g. $1.00 to dollar coin
ACSF Pre level 1 Writing – DRAFT
» Holds pen/pencil appropriately
» Copies letters and whole words that are clearly presented and where print may be enlarged
» Writes mostly on line
» ‘Tops’ and ’tails’ letters and places accordingly above or below the line, but may be inconsistent
» Writes left to right and top to bottom with model provided
» Uses mixed script (capital and lower case) with words and numbers e.g. dates, address
» Leaves spaces between words
» Writes letters of the alphabet in upper and lower case
» Copies symbols e.g. $, a.m. p.m.
» Copies numbers 1-100 and forms numbers correctly
» Writes numbers 1-10 in words e.g. one, two, three
» Copies basic personal details
» Writes a very limited number of highly familiar words which may have spelling inaccuracies and/or
inconsistent repetition
ACSF Pre level 1 Writing – DRAFT
» Copies personal details onto a simple form – full name, address, age, contact numbers
» Copies familiar single words in spaces on forms/notes e.g. name of teacher, child’s name
» Matches picture to word provided in familiar word list and copies appropriate word under picture e.g.
pen, table
» Completes simple cloze activity e.g. writes missing letters using words in own word bank
» Copies prices from familiar shopping catalogue
» Recognises keys on a keyboard
» Completes 1-2 personal sentences when stem is provided e.g. My name is …….; I come from ……;
» Signs own name against sign-in class list
» Writes name and date legibly on classroom handouts
» Copies a simple message e.g. onto a greeting card or note
Learning Focus Areas (1)
Indicator .01 The active awareness of self as a learner, planning and management of
Learner Identity Seeing oneself as a learner, showing initiative and confidence
Goals and Pathways: Setting goals, planning and identifying learning pathways
Planning and organising
Learning Focus Areas (2)
Indicator .02 The acquisition and application of practical strategies that facilitate
Locating, evaluating and organising information
Using prior knowledge and scaffolding
Learning with and from others
Revised ACSF Learning 1.01
» Identifies some past experiences of successful learning and some areas of need
» Identifies some preferred approaches to learning e.g. alone, with group, on computer
» Engages in learning activities where scaffolding reduces the need for risk taking
» Follows instructions provided by supervisor, trainer or mentor
Goals and
» Identifies a personal/career goal involving a need to develop new understandings, skills
and knowledge
» Identifies one or two short term learning objectives, with assistance
» Identifies some potential barriers to learning e.g. child care issues
» With assistance, develops a simple short term learning plan
Planning and
» Attempts new concrete tasks/activities of one or two steps with a highly explicit purpose
» Identifies the first step of a new task with familiar features
» Identifies a limited range of support resources e.g. supervisor, shop assistant, DVD
» Identifies some appropriate tools from the immediate environment, such as simple
measuring instruments, dictionary and uses them for a limited range of applications
Revised ACSF Learning 1.02
evaluating and
Using prior
knowledge and
» Identifies general area/topic on which information is required
» Begins to use information seeking strategies with assistance e.g. enters a key word
in a search engine
» Uses simple strategies to organise and help remember information e.g. builds a word
» With prompting, identifies some prior knowledge or skill that may be useful in the
current learning context
» Follows simple, structured processes provided by others through modelling or step by
step instructions
» Uses simple processes to make links between pieces of information e.g. matching,
grouping or simple sequencing
» Practises skills in familiar contexts e.g. uses English with a neighbour, observes a
» Follow basic social rules for interacting with others e.g. takes turn in speaking, listens
Learning with
and from others to others, shares resources with a partner
» Takes some steps to identify appropriate support e.g. seeks assistance from trusted
Student writing sample (1)
Student writing sample (2)
Student writing sample (3)
Student writing sample (3)

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